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Name: AP Biology Grade Level: 12th Honors or Regular: Advanced Placement Lesson Source: AP Central College Board http://apcentral.collegeboard.com/apc/public/repository/cm-bio-from-gene-toprotein.pdf The Double Helix by James Watson Journal article by Watson and Crick: http://www.nature.com/nature/dna50/watsoncrick.pdf Concepts: Students will be expected to be able to correctly construct a molecule of DNA and use it to model the processes of replication, transcription, and translation. This product of the lesson will allow for students to describe important experiments that support the facts that DNA is the hereditary material. This lesson is an introduction to DNA structure and function. It is a critical foundation for subsequent material. Objectives: Students will be able to 1. 2. 3. 4. Communicate scientific opinions in cooperative learning groups. Study and evaluate scientific journal articles Describe the structure of DNA Evaluate the ethics in discovering the double helix.
Texas Essential Knowledge and Skills/ Standards: 3.A.1: DNA, and is some cases RNA, is the primary source of heritable information. 1. Both have three components sugar, phosphate and a nitrogenous base which form nucleotide units that are connected by covalent bounds to form nucleotide units that are connected by covalent bonds to form a linear molecule
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English Language Proficiency Standards (learning strategies, listening, speaking, reading or writing) (74.4 C.3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (E) share information in cooperative learning interactions; (H) narrate, describe, and explain with increasing specificity and detail as more English is acquired. Materials List and Advanced Preparations: Students were assigned to read chapters 22, 23 and 29 from The Double Helix by James Watson Safety: No horse playing or running in the lab. No feeding the lab pets. Accommodations for Learners with Special Needs (ELL, Special Ed, 504, GT, etc.): Printed copies of the journal article will be provided. http://www.nature.com/nature/dna50/watsoncrick.pdf Students with hearing and vision difficulties will be seated at front of the classroom.
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Students will be given the published article by Watson and Crick http://www.nature.com/nature/dna 50/watsoncrick.pdf After reading a couple chapters from of the chapter from The Double Helix, lets read the article that was actually written and published by Watson and Crick
(1) What was different from the model that Pauling proposed to that of Watson and Cricks?
[The placement of the sugar-phosphate] The key element of the model was the placement of
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(4) Do you think Rosalind Franklin received the recognition she deserved?
This will be purely student opinion. An explanation about why the epilogue was written will be mentioned (Watson was forced to write it.)
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(5) What statement hinted to their next steps in the journal article?
It has not escaped out notice that the specific pairing we have postulated
Well later explore why Watson and Crick thought that Paulings model was incorrect.
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Some guiding questions can be: (1) How can these molecules bind to one another? (2) What kinds of bonds are being formed?
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Antiparallel
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ELABORATION What the Teacher Will Do Based on the last few comments by Watson and Crick: It has not escaped our notice that the specific pairing we have postulated immediately suggests a possible copying mechanism for the genetic material. Students will hypothesize their thoughts on replication in groups and share it as a class. Probing/Eliciting Questions/Statements What did you group hypothesize? And Why?
Time: 15 Minutes Student Responses and Misconceptions There will be varied results.
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EVALUATION What the Teacher Will Do A short quiz will be given so assess learning. This will be an exit ticket written on an index card. 1. List 5 facts about the structure of DNA. 2. A nucleotide consists of what 3 things? 3. Why is a DNA sequence labeled 5 to 3? Probing/Eliciting Questions
1. Antiparallel, double helix, has directionality, has phosphate and hydrogen bonds, has nucleotide bases (A,T,C,G) 2. Nitrogenous base, sugar, phosphate group 3. For directionality. Based on the numbering of the sugar.
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